Evaluation of the Gambling Habits of Adolescents and Young Adults Post-COVID-19 and Implementation of a Digital Escape Room Intervention for Preventing Gambling in High School Students

In the intervention group. This 9-item scale assesses problematic gambling behaviors in the last 12 months and harmful consequences related to gambling. Items are rated on a 4-point scale (0 = never, 3 = almost always). The final score ranges from 0 to 27 and can be interpreted as follows: 0 = non-problem gamblers, 1-2 = low-risk gamblers, 3-7 = moderate-risk gamblers, and 8 and above = problem gamblers).

In the intervention group. This 9-item scale assesses problematic gambling behaviors in the last 12 months and harmful consequences related to gambling. Items are rated on a 4-point scale (0 = never, 3 = almost always). The final score ranges from 0 to 27 and can be interpreted as follows: 0 = non-problem gamblers, 1-2 = low-risk gamblers, 3-7 = moderate-risk gamblers, and 8 and above = problem gamblers).

In the control group. This 9-item scale assesses problematic gambling behaviors in the last 12 months and harmful consequences related to gambling. Items are rated on a 4-point scale (0 = never, 3 = almost always). The final score ranges from 0 to 27 and can be interpreted as follows: 0 = non-problem gamblers, 1-2 = low-risk gamblers, 3-7 = moderate-risk gamblers, and 8 and above = problem gamblers).

In the control group. This 9-item scale assesses problematic gambling behaviors in the last 12 months and harmful consequences related to gambling. Items are rated on a 4-point scale (0 = never, 3 = almost always). The final score ranges from 0 to 27 and can be interpreted as follows: 0 = non-problem gamblers, 1-2 = low-risk gamblers, 3-7 = moderate-risk gamblers, and 8 and above = problem gamblers).

Gender of participants: male, female, other. Both groups

Open-ended question where subjects are asked to indicate numerically their current age. Both groups

Country of birth of participants: Spain, other (please specify). Both groups

Place of current residence: Zaragoza capital, Zaragoza province, Huesca capital, Huesca province, Teruel capita, Teruel province. Both groups

Who do you live with: first degree relatives (parents, siblings), second degree relatives (grandparents, uncles, aunts, uncles), friends, alone, other (please specify). Both groups

Open-ended question where participants have to indicate in which country their father was born, or where their mother was born. Both groups

Which year of the baccalaureate are you currently in: first or second. Both groups

Indicate how many hours per week you work: no work, between 1 and 10 hours per week, between 11 and 20 hours per week, between 20 and 30 hours per week, between 30 and 40 hours per week. Both groups

Multiple-choice question ad-hoc where subjects must mark the range of money in euros they have available for leisure. The response options are: 0-100; 101-400; 401-600; 601-1000; 1000 or more. None of the response options is better than the others. In the intervention group

Multiple-choice question ad-hoc where subjects must mark the range of money in euros they have available for leisure. The response options are: 0-100; 101-400; 401-600; 601-1000; 1000 or more. None of the response options is better than the others. In the control group

In the intervention group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'.

In the intervention group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'. There is no overall score on this scale as each item assesses different aspects of gambling knowledge.

In the intervention group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'. There is no overall score on this scale as each item assesses different aspects of gambling knowledge.

In the control group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'. There is no overall score on this scale as each item assesses different aspects of gambling knowledge.

In the control group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'. There is no overall score on this scale as each item assesses different aspects of gambling knowledge.

In the control group. This questionnaire is composed of 18 separate items that collect information on different aspects of gambling knowledge. Each item is evaluated on a Likert scale with four response options: 'is totally incorrect', 'is incorrect', 'is correct', 'is totally correct'. There is no overall score on this scale as each item assesses different aspects of gambling knowledge.

In the intervention group

In the intervention group

In the intervention group

In the control group

In the control group

In the control group

In the intervention group

In the intervention group

In the intervention group

In the control group

In the control group

In the control group

In the intervention group

In the intervention group

In the control group

In the control group

The participants indicate their general opinion of the intervention once it is over: 'very positive, I loved it', 'positive, it was a good experience', 'neutral, I was indifferent', 'negative, there were aspects that did not convince me', 'very negative, I was disappointed'. Both groups

Participants indicate how easy the platform was for them to use: yes or no. Both groups

Opinion on the length of the intervention: 'I thought it was too short', 'I thought it was adequate', 'I thought it was too long'. Both groups

Opinion on the difficulty of the instructions received through the platform: 'yes', "no", "most yes", "most no". Both groups

Opinion on the amount of information received: 'excessive', 'adequate', 'insufficient'. Both groups

Opinion on the need for prior knowledge to carry out the intervention: yes or no. Both groups

Opinion on the appropriateness of the content of the intervention for the target population: 'I think it is too easy', 'I think it is suitable for adolescents', 'I think it is too complex', 'other (specify)'. Both groups

Do you think that the Escape Room has been effective in providing you with information about the risks of gambling addiction?: 'very effective', 'effective', 'neutral', 'not very effective', 'not at all effective'. Both groups

Opinion on perceived increase in knowledge of gambling: 'a lot', 'some', 'a little', 'not at all'. Both groups

Opinion on the adequate integration of the educational messages in the Escape Room dynamics: 'quite well', 'well', 'little', 'practically not at all'. Both groups

Opinion on the suitability of this Escape Room for the prevention of gambling in young people: yes or no. Both groups

Opinion on whether participants think it is likely that high schools in Aragon will integrate this Escape Room into their regular programming: yes or no. Both groups

Opinion on whether the participants would recommend this Escape Room to young people in their environment for their training on the functioning and risks of gambling: yes or no. Both groups

Consideration of whether this Escape Room is a useful resource for gambling prevention in young people: yes or no. Both groups